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Differentiated Instruction Prezi

by Rachelle Fabionar and Heidi Osborn. A culmination prezi of what, how, and why to differentiate instruction.

Rachelle Fabionar

on 22 October 2012

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Transcript of Differentiated Instruction Prezi

Rachelle Fabionar and Heidi Osborn DIFFERENTIATED
instruction What is Differentiation? Classroom practice with a balanced emphasis on individual students and course content (Tomlinson, 2010) The perfect model of differentiated instruction rests upon an active, student centered, meaning-making approach to teaching and learning. The theoretical and philosophical influences embedded in differentiated instruction support the three key elements of differentiated instruction itself: readiness, interest, and learning profile (Allan & Tomlinson, 2000) Differentiated instruction is an approach to teaching that begins with the belief that all students can learn given appropriate instruction to meet the individual needs of the student. (Osborn, 2012) Why Differentiate? culture
learning styles
multiple intelligences
mixed abilities
inclusion CULTURE wordpress.com/2011/04/icebergculture.gif Learning Styles

Concrete Experience (feeling)
Accommodating (feel/do) Naturalist (nature smart)
Musical (music smart)
Visual/Spatial (picture smart)
Intrapersonal (self smart)
Logical-Mathematical (logic smart)
Verbal-Linguistic (word smart)
Interpersonal (people smart)
Bodily-Kinesthetic (body smart) Multiple Intelligences Kolb Perception – how we think Reflective Observation (watching) Active Experimentation (doing) Processing Continuum – how we do things Assimilating (think/watch) Converging (think/do) Diverging (feel/watch) howardgardner.com/biography Howard Gardner Students with varying levels of
skills that the student is born with Mixed Abilities An educational practice where
students with special needs
spend all or most of their
time without special educational
needs Inclusion What to
Differentiate? The knowledge, understanding,
and skills we want students to
learn (Tomlinson, 2010)
How students come to understand or
make sense of the content. How
students retain, apply and transfer content.
How students demonstrate what they have come to know, understand, and are able to do after an extended period of learning. Curriculum Content http://www.teach-nology.com/tutorials/teaching/differentiate/


http://steinhardt.nyu.edu/scmsAdmin/uploads/005/120/Culturally%20Responsive%20Differientiated%20Instruction.pdf Instructional practices and strategies Process journals
formative assessments
summative assessments
and many more Product Modifications for Individual Education Plans and Gifted Students Standards content
product Some suggested websites and article: Examples Know your students
Create a class community of caring
Know your subject matter
Plan, Plan, Plan
Research what is available
Clarify objective and process Teacher’s Role inform students that you see them as individuals Know your students Tomlinson,C. and Imbeau, M. (2010), Leading and Managing A Differentiated Classroom, (89) Purposeful talk
Keeper of the Book
Integrating New Students
Welcoming Guest to the Classroom
Working on a Sustained and Meaningful Product
Model What Matters Creates a common vision of learning A Caring Community You can’t teach
What you
Don’t Know! Know Your Content Teachers should provide the students
with instruction and understanding that reflects the most recent research
available. Research

Pacing: allows the teacher to have a timeline
guide to stay on track to attain
understanding of the standards for
the student Organize Provide rubrics for assessing activities Clarify On site collaboration
On-line support
Lesson Study Process groups
Curriculum files of lessons that work
The students Differentiation
You Are Not Alone Routines: establishment of routines allows the student to be free to work and learn (rows, pairs, groups etc.) the classroom to access the material Grouping: How to place the students in Provide students with a daily objective so they are able to understand what they are supposed to learn Be clear in all you do Provide clear instructions for activities provides a window for further understanding of the student teacher will work harder for the student if they have invested in knowing them students will work for people they value
Conceptualize differentiated instruction broadly do not merely focus on ability levels, but also consider learning styles and multiple intelligences, cultural/linguistic backgrounds, and creative abilities. Students with special talents in art, music, or movement. need opportunities to develop these gifts at least as much as students with academic gifts Do’s and Don’ts • Avoid fixed groups – interest based instead • Keep it manageable

Learning Cycle and Decision Making Factors in creating Differentiated Instruction. Differentiated Instruction and
Implications for UDL Implementation Content
• Several elements and materials are used to support instructional content
• Align tasks and objectives to learning goals (standards)
• Instruction is concept focused and principle driven Process
•Flexible grouping (not fixed) – whole class instruction then small group or pair
•Classroom Management Products
• Initial and on-going assessments of student readiness and growth
are essential
• Students are active and responsible explorers
• Vary expectations and requirements for student responses UDL – support all learners with access to methods, materials, assessment.
3 Principals: Provide multiple examples
Highlight critical features
Provide multiple media and formats Provide flexible models of skilled performance
Provide opportunities to practice with supports
Provide ongoing, relevant feedback
Offer flexible opportunities for demonstrating skill Offer choices of content and tools
Offer adjustable levels of challenge
Offer choices of rewards
Offer choices of learning context 1. To support diverse recognition networks: 2. To support diverse strategic networks: 3. To support diverse affective networks: http://www.cast.org/udl/index.html
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